?Is it possible to adopt alternative assessments in Libyan EFL classroom

Abstract

The viability of implementing alternative evaluations(Portfolios, Peer Reviews, Project-Based Assessments, Self-Assessments and Performance Tasks) in English as a Foreign Language (EFL) courses in Libya is investigated in this study. The study looks at the attitudes, preparedness, and perceived difficulties of 30 English language teachers in relation to using alternative evaluation techniques. To provide thorough insights, the study uses a mixed-methods strategy that combines qualitative and quantitative methods. The results showed that alternative assessments were not often used in Libyan EFL classes.  Enhances pupils' proficiency in the English language more successfully than conventional techniques. Lack of resources, training, and resistance from conventional test-takers are obstacles. Due to a lack of training, teachers find it difficult to integrate alternative assessments. Using alternative assessments increases student involvement and motivation. The report ends with suggestions for educators and legislators to encourage the use of alternative assessments, highlighting the necessity of focused training initiatives and infrastructures to support them.